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De l’expérience aux compétences en langues : le rôle des écrits réflexifs dans le processus d’autonomisation des étudiants
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In: De l’expérience à la compétence : regards pluridisciplinaires ; https://hal.archives-ouvertes.fr/hal-02378279 ; De l’expérience à la compétence : regards pluridisciplinaires, les Presses Universitaires du Septentrion de Lille, pp.29-43, 2016, De l’expérience à la compétence : regards pluridisciplinaires (2016)
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Le récit d’expérience : objet carrefour entre des disciplines ou concept nomade ? Une question pour la linguistique appliquée
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In: Cultures de recherche en linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-01256870 ; Carton, Francis / Narcy-Combes, Jean-Paul / Narcy-Combes, Marie Françoise / Toffoli, Denyse Cultures de recherche en linguistique appliquée, Éditions Riveneuve,, pp. 99-128, 2015 (2015)
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Institutionnalisation de l’enseignement autonomisant : la technologie, soutien et obstacle à l’innovation
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In: Colloque Des Machines et des Langues ; https://hal.archives-ouvertes.fr/hal-01103837 ; Colloque Des Machines et des Langues, Université Bordeaux Montaigne, Jun 2014, Bordeaux, France (2014)
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Les objets " carrefour " entre sciences de l'éducation et sciences du langage : quelles leçons pour la linguistique appliquée ?
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In: Actes du colloque CRELA Cultures de recherche en linguistique appliquée, Nancy, 14-16 novembre 2013 ; CRELA Cultures de recherche en linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-00934218 ; CRELA Cultures de recherche en linguistique appliquée, 2013, France (2013)
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Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment
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In: The EUROCALL Review ; https://hal.archives-ouvertes.fr/hal-00934153 ; The EUROCALL Review, 2013, 21 (1), pp.35-53 (2013)
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Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment
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Abstract:
[EN] This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we designed a global VLE for researchers working on language learning autonomy, teachers with various degrees of practice and experience in self-directed learning, and language learners. The VLE is thus divided into three spaces for the different types of participant, each offering dedicated social networking possibilities and resources to enrich the others. Our study focuses on the space dedicated to teacher training, the main objective being to help them build knowledge and skills for a new educational role in the paradigm of language learning autonomy (LLA). This space contains specially created Web-TV resources and audio podcasts of self-directed learning advising sessions, is based on reflective analysis and relies on a professional social network, following the principles of the “community of practice” (Wenger, 1998). In line with the principles of self-directed learning, teachers acting as trainers in the VLE mainly enact supportive and facilitative functions as advisers do in face-to-face interactions. We explore how training for advisers is organized in this online environment characterized by a high degree of openness (Jézégou, 2010). We report on findings from the way teachers within their dedicated space, using quantitative and qualitative data collected from interviews, questionnaires and analysis of logs. We look at the tensions that emerge as teachers conceive their new role and engage in new training practices given the opportunities afforded by the environment. The data provide insights to how the VLE can support training practices based on reflection, participation and collaboration. ; Bailly, S.; Ciekanski, M.; Guély-Costa, E. (2013). Training language teachers to sustain self-directed language learning: an exploration of advisers' experiences on a web-based open virtual learning environment. The EuroCALL Review. 21(1):35-53. https://doi.org/10.4995/eurocall.2013.10161 ; OJS ; 35 ; 53 ; 21 ; 1 ; Bailly, S. (1995). "La formation de conseillers", Mélanges CRAPEL, 22: 63-83. ; Barbier, J.M. (2000). L'analyse de la singularité de l'action. Paris: PUF. ; Barbot, M.J. (Ed). (1998). "Ressources: excès et accès", Etudes de Linguistique Appliquée, 112. ; Benson, P. and Voller, P. (Eds) (1997). Autonomy and independence in language learning. London: Longman. ; Benson, P. (1998). "The semiotics of self-access language learning in the digital age", in Darleguy, V., Ding, A. and Svensson, M. (Eds). 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(Eds), Flexible Futures in tertiary Teaching. Proceedings of the 9th Annual Teaching and Learning Forum 2000. Perth, Curtin, University of Technology. Available from http://www.c3l.unioldenburg.de/cde/support/readings/loughlin2.htm. Last accessed 10/12/2012. ; Pemberton, R., Toogood, S. and Barfield, A. (2009). Maintaining control : autonomy and language learning (1-1). Hong Kong: Hong Kong University Press. ; Moore, M. (1993) "Theory of transactional distance", in D. Keegan (Ed.), Theoretical principles of distance education. Oxon: Routledge, pp. 22-38. ; Mozzon-McPherson, M. (2007). "Supporting Independent Learning Environments: An Analysis of Structures and Roles of Language Learning Advisers", System: An International Journal of Educational Technology and Applied Linguistics, 35(1): 66-92. ; Reinders, H. (2006). "Supporting self-directed learning through an electronic learning environment", in Lamb, T. and Reinders, H. (Eds.), Supporting independent language learning: issues and interventions. Frankfurt am Main: Lang, pp. 219-235. ; Sotillo, S.M. (2000). "Discourse functions and syntactic complexity in synchronous and asynchronous communication", Language Learning Technology, 4(1): 82-119. Available from http://llt.msu.edu/vol4num1/sotillo/default.html. Last accessed 04/12/2012. ; Toogood, S., Ho, S. and Pemberton, R. (2004). Catering for Tertiary Language Learners: Different Provisions for Self-Access Language Learning Support. The Teaching and Learning Symposium, Hong Kong University of Science and Technology: CELT. ; Toogood, S. (2006). VELA (Virtual English Language Adviser). Independence, (Newsletter of the IATEFL Learner Autonomy Special Interest Group) 38: 14-15. ; Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press. ; Walther, J. (1996). Computer-mediated communication: impersonal, interpersonal and hyperpersonal interaction. Communication Research, 23: 3-43. ; Warschauer, M. (1996). "Computer-assisted language learning: an introduction", in Fotos, S. (Ed.). Multimedia Language Teaching. Tokyo: Logos International, pp. 3-20. ; Wenger, E. (1998). Communities of practice: learning, meaning, and identity. Learning in doing. Cambridge: Cambridge University Press.
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Keyword:
Advising practices; Community of practice; Computer-mediated communication; Online collaboration; Self-directed learning and training; Virtual learning environment
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URL: http://hdl.handle.net/10251/138300
https://doi.org/10.4995/eurocall.2013.10161
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New skills for new learning practices: Training teachers to sustain self-directed language learning in a web-based open virtual language learning environment
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In: The EUROCALL Review ; Eurocall 2012 ; CALL: using, learning, knowing ; https://hal.archives-ouvertes.fr/hal-00934230 ; CALL: using, learning, knowing, 2012, Sweden. p. 35-53 (2012)
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Le conseil dans le SAAS du CRAPEL : un genre d'accompagnement pédagogique ?
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In: Conférence table ronde, XVIIIè Congrès Ranaclès (Rassemblement National des Centres de Langues de l'Enseignement Supérieur), Pratiques d'accompagnement(s) des apprenants en présentiel et à distance, 25-27 novembre 2010, Université Nancy 2 ; https://hal.archives-ouvertes.fr/hal-00934270 ; Conférence table ronde, XVIIIè Congrès Ranaclès (Rassemblement National des Centres de Langues de l'Enseignement Supérieur), Pratiques d'accompagnement(s) des apprenants en présentiel et à distance, 25-27 novembre 2010, Université Nancy 2, 2010, France (2010)
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Learning as identity in practice: the role of the learner-advisor relationship in a supported self-directed learning structure.
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In: Supporting self-directed learning / Lamb Terry & Reinders Hayo (eds). ; https://halshs.archives-ouvertes.fr/halshs-00007506 ; Supporting self-directed learning / Lamb Terry & Reinders Hayo (eds)., Peter Lang, 2005 (2005)
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Nouveaux dispositifs et nouveaux rôles pour l'apprentissage des langues autrement.
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In: 5ème rencontre de l'Arefle, Université Marc Bloch, Strasbourg, 2 avril 2004. ; https://halshs.archives-ouvertes.fr/halshs-00006120 ; 5ème rencontre de l'Arefle, Université Marc Bloch, Strasbourg, 2 avril 2004., 2004 (2004)
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Nouvelles perspectives pour l'enseignement-apprentissage du plurilinguisme en contexte scolaire
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In: ISSN: 1146-6480 ; EISSN: 1960-6052 ; LIDIL - Revue de linguistique et de didactique des langues ; https://hal.archives-ouvertes.fr/hal-00530011 ; LIDIL - Revue de linguistique et de didactique des langues, UGA Editions, 2003, Le plurilinguisme en construction dans le système éducatif (Hors série), pp.47-59 (2003)
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